All in Guest Posts
As assessment specialists in a large public school district, our jobs involve working with teachers to develop useful classroom assessments and use assessment data to help students learn. Along the way, we’ve found two bodies of literature to be useful during conversations with teachers: cognitive psychology literature related to memory models, and assessment literature related to effective feedback…
Hi, I’m David Handel, MD. I‘m the CEO and co-founder of iDoRecall.com. I’ve had the honor of writing previous guest posts on this blog in the past (see this post, for example). In today’s guest post, I’ll be sharing more about iDoRecall, highlighting exciting new free resources that are available …
Back in March 2020, Covid-19 hit higher education hard. Access to university campuses was restricted, which triggered a sector-wide emergency pivot to the delivery of all teaching, including lectures, online.
Two years on, what longer-term impact have lockdowns and restrictions had on the sector? …
The world will never be the same since we own digital devices. Indeed, the Internet can alter cognitive processes (1), for example, by promoting continuous division of attention - which in turn reduces our ability to maintain concentration on a particular task.
Mnemonics are powerful learning tools to inculcate the art of empirical learning. They play a predominant role in capitalizing on humans' naturally endeavoring memory process and exemplify impactful strategies when it comes to learning and education…
Why this neuromyth persists and how we, as teachers and researchers might continue to disseminate the message that matching instruction to a preferred learning style will not raise achievement, is the focus of a recent publication, written specifically for this audience.[7] Along with this Guest Blog, I hope it goes some way to giving teachers (and students) an accessible foundation to contextualise this neuromyth and engage in a firm evidence-base in which to dispel it!
